Caregivers’ Perspectives on the Sensory Environment and Participation in Daily Activities of Children With Autism Spectrum Disorder

Abstract

The purpose of this phenomenological study was to obtain caregivers’ perspectives on the impact of the sensory environment on participation in daily activities of their young children with autism spectrum disorders (ASD). Interviews were completed with 34 caregivers of children with ASD ages 3–7 yr. Results strongly suggest that parents and caregivers were pivotal in enabling participation for their children through the implementation of specific strategies and a parental decision-making process. The decision-making process considered amount of effort necessary to support participation and whether participation in a given activity was perceived as essential or nonessential. Strategies enabled participation and reduced the effort required to support the child’s participation. Strategies either directly related to the sensory factors of the environment or focused on reducing behavioral responses associated with sensory factors. In this study, we identified important considerations to enhance participation in the home and community environments for children with ASD.

Caregivers’ perceptions of barriers and supports for children with sensory processing disorders

“…Aligning with research findings of Pfeiffer’s research team (), participants in this research also felt having strategies in place supports successful outings. This requires that caregivers learn ways to anticipate environmental and social factors, understand aspects of selected events, and provide ways for children to develop skills that help them become successful community members as they grow into adulthood.…”

“…The phenomenon of community participation, while requiring tolerance and understanding from others, is also deeply rooted in families’ developing self‐awareness and self‐management, understanding that time and maturation entail change, along with a need for reflexive thinking and actions. As Engel‐Yeger, () and Pfeiffer () reported, negotiating barriers and supports to participation represents complex thinking and decision making involving sensory needs and behaviours that change over time, that caregiver skills and strategies become more sophisticated and that environmental supports can change with public awareness, governmental support and cultural shifts. Consistent with the Person, Environment and Occupation model (Law, ), the greater the overlap or alignment amongst these many factors, the more likely success will emerge in the form of quality community participation.…”

State of the Science of Sensory Integration Research With Children and Youth

“…More specifically, participation involves engagement in key occupations such as activities of daily living (ADLs), instrumental ADLs, rest and sleep, education, work, play, leisure, and social participation (American Occupational Therapy Association [AOTA], 2014). Participation is the context in which people develop important life skills and competencies that contribute to overall health and quality of life (Pfeiffer et al, 2017).…”

Occupational Therapy and Accessibility in the Outdoors and Summer Camps

“…By narrowing the focus to determine the relationship between occupational performance and natural outdoor environments, one can begin to further delve into this topic in regard to summer camps and the potential role of occupational therapy. Several articles discuss how considering occupational performance in natural environments and outdoor recreation can have beneficial outcomes for youth development (Barakat et al, 2018;Cosco & Moore, 2009;Marshall et al, 2016;Pfeiffer et al, 2017). Within this discussion, researchers pointed to the benefits of outdoor environments on sensory processing and participation in Activities of Daily Living (ADLs) for those on the autism spectrum and with sensory processing disorders.…”

“…However, the experience of individuals with disabilities is altered by their ability to participate, engage, and access the different aspects of outdoor recreation and summer camp programs. Largely influential components of the experience of individuals with disabilities are environment and context (Cosco & Moore, 2009;Furtado et al, 2017;Goodwin et al, 2011;Hanscom, 2014;Marshall et al, 2016;Papaioannou et al, 2013;Pfeiffer et al, 2017;Walker et al, 2010). Several studies have discussed the role of disability-specific residential camps in providing environments and contexts of social acceptance for these populations (Bandino et al, 2014;Clark & Nwokah, 2011;Devine et al, 2015;Flynn et al, 2019).…”